Arar, K., Brooks, J. S., & Bogotch, I. (2019). Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World. In K. Arar, J. S. Brooks, & I. Bogotch (Eds.), Education, Immigration and Migration (pp. 1–12). Emerald Publishing Limited. https://doi.org/10.1108/978-1-78756-044-420191003
Barber, M., & Mourshed, Mona. (2007). How the world’s best-performing school systems come out on top. https://www.mckinsey.com/industries/education/our-insights/how-the-worlds-best-performing-school-systems-come-out-on-top#/
Biesta, G. (2008). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. https://doi.org/10.1007/s11092-008-9064-9
Biesta, G., Takayama, K., Kettle, M., & Heimans, S. (2021). Teacher education policy: Part of the solution or part of the problem? Asia-Pacific Journal of Teacher Education, 49(5), 467–470. https://doi.org/10.1080/1359866X.2021.1992926
Cochran-Smith, M. (2004). The problem of teacher education. Journal of Teacher Education, 55(4), 295+. Gale Academic OneFile.
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating Teacher Educators: International Perspectives. The New Educator, 16(1), 5–24. https://doi.org/10.1080/1547688X.2019.1670309
Conway, P. F., & Murphy, R. (2013). A rising tide meets a perfect storm: New accountabilities in teaching and teacher education in Ireland. Irish Educational Studies, 32(1), 11–36. https://doi.org/10.1080/03323315.2013.773227
Czerniawski, G., Kidd, W., & Murray, J. (2019). We Are All Teacher Educators Now: Understanding School-Based Teacher Educators in Times of Change in England. In J. Murray, A. Swennen, & C. Kosnik (Eds.), International Research, Policy and Practice in Teacher Education: Insider Perspectives (pp. 171–185). Springer International Publishing. https://doi.org/10.1007/978-3-030-01612-8_12
European Commission. (2013). Supporting teacher educators for better learning outcomes. https://clarekosnik.files.wordpress.com/2014/12/european-commision-on-tchr-ed.pdf
Garrotte, A., Dessemontet, R. S. & Opitz, E. M. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20(1), 12-23.
General Teaching Council for Scotland (2022). Standard for Provisional Registration. GTCS.
Gibbs, G. (1999). Using assessment strategically to change the way students learn. In Assessment matters in higher education (pp. 41–54). Open University Press. https://dun-net.dk/media/113525/gibbs-1999-using-assessment-strategically-to-change-the-way-students-learn-1-.pdf
Grek, S. (2009). Governing by numbers: The PISA ‘effect’ in Europe. Journal of Education Policy, 24(1), 23–37. https://doi.org/10.1080/02680930802412669
Hedtke, R. (2016). Education for participation: Subject didactics as an agent of politics? Educação Sociedade & Culturas, 48, 7-30. https://doi.org/10.34626/esc.vi48
Kadir, F. A. & Aziz, A. A. (2021). Teaching practicum during COVID-19 pandemic: A review of the challenges and opportunities of pre-service teachers. International Journal of Academic Research in Business and Social Sciences, 11(4), 1175-1183.
Kennedy, A. (2018). Developing a new ITE programme: A story of compliant and disruptive narratives across different cultural spaces. European Journal of Teacher Education, 41(5). https://doi.org/10.1080/02619768.2018.1529753
Kennedy, A. (2022). The Scottish approach to mentoring in early phase teacher education. In Mentoring Teachers in Scotland (pp. 19–30). Routledge. https://doi.org/10.4324/9780429356957-3
Kennedy, A., Beck, A., & Shanks, R. (2021). Developing a context-appropriate framework for measuring quality in initial teacher education. Scottish Educational Review, 53(1), 3–25. https://doi.org/10.1163/27730840-05301002
Kennedy, A., & Bell, L. (2022). School-based teacher educators: A Scottish Manifesto. In Palgrave handbook of teacher education research (pp. 503–528). Palgrave.
Kennedy, A., Hay, L., & Mcgovern, B. (2020). A story of transforming teacher education. In Scottish Educational Review (Vol. 52, Issue 1, pp. 18–35).
Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542–558. https://doi.org/10.1080/02619768.2020.1820480
Koedel, C., Mihaly, K., & Rockoff, J. E. (2015). Value-added modeling: A review. Economics of Education Review, 47, 180–195. https://doi.org/10.1016/J.ECONEDUREV.2015.01.006
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Livingston, K. (2014). Teacher Educators: Hidden professionals? https://doi.org/10.1111/ejed.12074
Luan, H., Geczy, P., Lai, H., Gobert, J., Yang, S. J. H., Ogata, H., Baltes, J., Guerra, R., Li, P., & Tsai, C.-C. (2020). Challenges and Future Directions of Big Data and Artificial Intelligence in Education. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.580820
MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2019). The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education, 45(5), 848–861. https://doi.org/10.1080/19415257.2018.1529610
Mayer, D. E. (2006). Research Funding in the U.S.: Implications for Teacher Education Research. Teacher Education Quarterly, 33(1), 5–18. JSTOR.
Mayer, D., & Oancea, A. (2021). Teacher education research, policy and practice: Finding future research directions. Oxford Review of Education, 47(1), 1–7. https://doi.org/10.1080/03054985.2021.1853934
Morris, P. (2015). Comparative education, PISA, politics and educational reform: A cautionary note. Compare: A Journal of Comparative and International Education, 45(3), 470–474. https://doi.org/10.1080/03057925.2015.1027510
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching Teachers, 21(2), 125–142. https://doi.org/10.1016/j.tate.2004.12.006
OECD. (2005). Teachers Matter: Attracting and developing and retaining teachers. https://www.oecd-ilibrary.org/docserver/9789264018044-en.pdf?expires=1698329232&id=id&accname=ocid177542&checksum=A7AA96FA0881D122E3A353ADCD98A509
OECD. (2010). Educating teachers for diversity: Meeting the challenge. https://www.oecd-ilibrary.org/education/educating-teachers-for-diversity_9789264079731-en
Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 75, 93–104. https://doi.org/10.1016/j.tate.2018.06.003
Postholm, M. B. (2019). The teacher educator’s role as enacted and experienced in school-based development. Teachers and Teaching, 25(3), 320–333. https://doi.org/10.1080/13540602.2019.1587403
Rauschenberger, E., Adams, P. & Kennedy, A. (2017). Measuring quality in initial teacher education: A literature review for Scotland’s MQuITE Study. Edinburgh: Scottish Council of Deans of Education.
Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature. Review of Educational Research, 91(1), 112–158. https://doi.org/10.3102/0034654320979171
Sälzer, C. & Preznan, M. (2017). Policy implications of PISA in Germany: The case of teacher education. In L. Volante (Ed). The PISA effect on global education governance. (pp. 109-126)
Scottish Government. (2023). Diversity in the teaching profession: Annual data report. https://www.gov.scot/publications/diversity-teaching-profession-annual-data-report/pages/2/
Sleeter, C. (2014). Toward Teacher Education Research That Informs Policy. Educational Researcher, 43(3), 146–153. https://doi.org/10.3102/0013189X14528752
Swisher, A. (2023). States of the states 2023: Policies to increase teacher diversity. National Council on Teacher Quality.
Tannock, S. (2017). No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. Studies in Higher Education, 42(8), 1345–1357. https://doi.org/10.1080/03075079.2015.1092131
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Torres, A.C., Teixeira, A.I., Pais, Menezes, I. & Ferreira, P.D. (2021). Teachers in times of emergency remote teaching: A focus on teaching and relationships. Educação Sociedade & Culturas, 59, 117-138. https://doi.org/10.24840/esc.vi59.339
Ware, H., Singal, N., & Groce, N. (2022). The work lives of disabled teachers: Revisiting inclusive education in English schools. Disability & Society, 37(9), 1417–1438. https://doi.org/10.1080/09687599.2020.1867074